Learning groups for lab work,works well as long as the groups remain small. A maximum of three people per group works well in our industry. It is important to emphasis that each student must perform all required tasks. I find that quizzing each group member verbally while the learning teams are performing help to evaluate the effectiveness of the team performance. Team learning groups based on lecture or additional self study is more difficult because the atmosphere is more relaxed. Giving each team a question to answer based on the lecture seam to work because it gives the team a goal.

I like the idea of using 3x5 cards. I can insert cards that remind me that if it has been more than 10 minutes to change it up or take a break.

I personally feel that analitical thinking has more to do with knowledge of the particuler subject matter, IE: Mechanical, administrative or Mathmatical,and hands on experience rather than generl subject matter. it's extremely difficult if not impossible to apply analitical thought process to a subject that one does not understand the ground rules for the subject at hand.

sometimes I find it hard to keep the attention of my students during lecture

upon the first day of class not only do I hope to have a great first impression, but want to be able to reach my students intellectually

With the text delivered sometimes it is difficult to accomplish a well delivered lesson plan

I feel as a new instructor I am not getting the point across on some of the material I am teaching. With note taking, board writing , video, hands on etc i still feel some are not getting it? HELP

At the school I teach at we only have a finite number of rooms that can be used to classrooms, for whatever reason my class is is the one that usually gets the last say of what room we need for class that day, we have different amenities in different rooms. We also have a finite amount of supplies, i.e., projectors and laptops with appropriate school related software available. I have made it clear on several occasions to a few different administrators of what we need or what would make it easier to fulfill the needs of class, but my requests go to the wayside. How can I make the best of almost never having all of the materials I need for my classes?

I am a new instructor to the classroom and so I have been guest lecturing until I get my first class in a couple weeks. I have found that in the group of 6 there are always 2 students who answer every question or are eager to share a response. How can I try to engage the rest of the class without making those who aren't responding feel like they are put on the spot? I feel a little silly because as a student myself I was always the quiet one and I would not like being called on. As a teacher, however, I am not sure how resolve the problem. -Leslie

It depends on the subject but I make a variety. I do multiple choice, matching and I do use short answer. For instance, When I taught Med terminology I used a lot of short answer because I want the spelling done correctly. You have to know how to spell medical terms.I feel multiple choice is not appropriate for spelling. So it depends on what your testing when you use a certain format to make up the test.

i found that students with learning disabilities really responded to what i learned in ed106

student diversity helps everyone learn better from what i have observed

this was a great refresher in getting the students reved up.

I do believe in giving study guides to a certain extent. I don't give them a study guide with the answers to the test or even word for word on the test. If they take good notes and review the study guide then that will help them with the test. I don't believe in giving them all multiple choice either. I do put some short answers on the test to make them think of the correct answer.

I am a human being and I will let my class know that I will not always know the answer. If I don't know the answer I look it up and I am honest with the class. Better to learn it right then make up something or go around it.

Any ideas on how to evaluate a students' progress at the end of a course? Is the final exam sufficient?

How do you handle a student who monopolizes the class with questions and answers?

Please give advice on how to set up a lecture in a criminal justice course that address all of the learning styles?

We suspect a student to have a learning disability who has not asked for help. Since we are not allowed to offer help without the student asking for it, what else can we do?

In the System Support program which involves troubleshooting and troubleshooting being an important part of each course we begun using simulators in the lab. We have not used a simulator for testing but I am thinking about using it for the first time in assessment of the course.